Science Curricular GuideMarilyn Pekol, Cathedral, Superior April Campbell, Cathedral, Superior Jerry Carr, Cathedral, Superior Reading this Document The document is divided into four

Diocese of Superior

Science

Curricular Guide

Grades 4K-8

Original Drafted 2000 New Edition Adopted August 2013

TABLE OF CONTENTS

Section 1 .............................................................................................................................................................. Introduction

Section 2 ................................................................................................................. Physical Science Scope and Sequence Grade-Band Endpoints for Grades 4K-2 Grade-Band Endpoints for Grades 3-5 Grade-Band Endpoints for Grades 6-8

Section 3 ..........................................................................................................................Life Science Scope and Sequence Grade-Band Endpoints for Grades 4K-2 Grade-Band Endpoints for Grades 3-5 Grade-Band Endpoints for Grades 6-8

Section 4 .................................................................................................................. Earth and Space Scope and Sequence Grade-Band Endpoints for Grades 4K-2 Grade-Band Endpoints for Grades 3-5 Grade-Band Endpoints for Grades 6-8

Section 5 ............................................................................ Engineering, Technology & Application Scope and Sequence Grade-Band Endpoints for Grades 4K-2 Grade-Band Endpoints for Grades 3-5 Grade-Band Endpoints for Grades 6-8

INTRODUCTION

Philosophy As the Catholic Church teaches, “Though faith is above reason, there can never be any real discrepancy between faith and reason. Since the same God who reveals mysteries and infuses faith has bestowed the light of reason on the human mind, God cannot deny himself, nor can truth ever contradict truth.” (CCC 159) Through science, students should be able to explore God’s creation, enjoy their discoveries and be taught to think critically. They should be able to relate what our faith teaches about God’s laws and science. Students need to understand the “workings” of our world through a Catholic perspective. This will ensure Christ’s presence as students grow as human beings and work among the environment, technology and all living things.

Rationale This PK-8 Science Curricular Guide respects the entity of the individual schools within the diocese. Rather than a mandate of what is to be learned and when, the Diocese of Superior Science Curricular Guide provides the overall content of what is recommended to be learned. Local schools are invited to use this curricular guide to create a school specific curriculum that is more comprehensive and sensitive to the needs of their students.

K-12 Science Education Framework In forming this curricular guide, a subcommittee of teachers within the diocese used A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas published by the National Academy of Sciences. This framework is guided by six principals:

1. Children are Born Investigators – Children at a very young age have sophisticated ways of thinking about the world, physically, biologically and socially. They learn these ideas through every day activities.

2. Core Ideas and Practices – The framework focuses on a limited set of core ideas to avoid “the coverage of multiple disconnected topics” (p. 25). This approach of learning more deeply about few important topics helps students build the capacity to deve3lop a more flexible and coherent understanding of science.

3. Understanding Develops over Time – Development of a thorough understanding of concepts occurs when there are sustained opportunities to develop underlying ideas over a period of years – i.e. learning progression.

4. Science and Engineering Require both Knowledge and Practice – Science is not “just a body of knowledge but is also a set of practices used to establish, extend and refine that knowledge.” (p. 26)

5. Connecting Students’ Interest and Experiences – To help students identify and develop an attraction to science, they need to appreciate all the ways science is pertinent in their every day lives.

6. Promoting Equity – All students need to be given an opportunity for significant science and engineering learning. For the core ideas, the framework provides a set of grade band endpoints for each component idea that describes the developing understanding that students should have acquired by the ends of grades 2, 5, 8 and 12. These endpoints indicate how this idea should be developed across the span of the K-12 years. (p. 33). The endpoints and objectives designed in the framework are general concepts rather than content specific.

History During the 2010-2011 school year, schools were asked to submit their science curriculum. From that information, the Office of Schools investigated the Wisconsin state standards of the time as well as the schools curriculums and determined it best to wait for the publication of the Framework document in late 2011. In Spring of 2012 a science representative from each of the schools came together to review and establish benchmarks from the standards found in the Framework. The Office of Schools then put together the recommendations and added the Catholic components with assistance from the Diocese of La Crosse Science Curriculum.

Acknowledgements All teachers in the schools during the review and implementation of this document are thanked and respected for their input, time and energy in helping to establish these standards and skills for each grade level. A special thank you to the science teachers who attended the diocesan review day:

Jim Margenau, St. Patrick, Hudson Amy Hartnett, St Patrick, Hudson Kelly Tindol, Our Lady of Sorrows, Ladysmith Patti Hytry, St. Francis Xavier, Merrill Mary Rosauer, St. Mary, New Richmond Juliet Corbett, St. Anthony, Park Falls Amy Martwick, St. Joseph, Rice Lake Jill Penzkover, St. Joseph Rice Lake Brian Meyer, St. Bridget, River Falls Gina Holter, St. Bridget, River Falls Michelle Rochel, St. Anne, Somerset Kathy Kurkiewicz, St. Francis de Sales, Spooner Marilyn Pekol, Cathedral, Superior April Campbell, Cathedral, Superior Jerry Carr, Cathedral, Superior

Reading this Document The document is divided into four main parts: Physical Science, Life Science, Earth and Space Science and Engineering, Technology and Application of Science. The beginning of each part lists the Catholic Theology relevant to this area taken from the Catechism of the Catholic Church (CCC). Various Scripture stories are listed that may assist in teaching the faith through science as well as religion curriculum standards where there is overlap. There is also a list of important resources of the Catholic Church for each area, prayers and a list of Catholic scientists relevant to each section. It is expected that these components will be used in teaching the aspects of this guide. The format of this curriculum has been chosen by the principals of the schools, in request that there be specific standards and skills that can be measured. In reading this document, the first part includes the Scope and Sequence which encompasses all Goals, Objectives and Skills for each grade level and where each are (I) Introduced, (R) Reviewed and (P) Proficient. (I) Introduce is to indicate the initial exposure to the skill. (R) Review is to indicate practice of the skill. (P) Shows Proficiency is to indicate proficiency in the skill within the context of the class. It is assumed that if a skill is proficient that it has been introduced and reviewed. Following the Scope and Sequence for each scientific area are the grade-band endpoints for grades 4K-2, 3-5 and 6-8. These skill sets break down the Scope and Sequence and explains per grade-band what is introduced, reviewed and proficient.

Scope and Sequence - Physical Science - Diocese of Superior - Page 1 of 9

PHYSICAL SCIENCE

Catholic Theology from the Catechism of the Catholic Church (CCC) Faith and Understanding CCC 159 - Faith and science: “Though faith is above reason, there can never be any real discrepancy between faith and reason. Since the same God who reveals

mysteries and infuses faith has bestowed the light of reason on the human mind, God cannot deny himself, nor can truth ever contradict truth.” “Consequently, methodical research in all branches of knowledge, provided it is carried out in a truly scientific manner and does not override moral laws, can never conflict with the faith, because the things of the world and the things of faith derive from the same God. The humble and persevering investigator of the secrets of nature is being led, as it were, by the hand of God in spite of himself, for it is God, the conserver of all things, who made them what they are.”

The Creator CCC 279 - "In the beginning God created the heavens and the earth." Holy Scripture begins with these solemn words. The profession of faith takes them up when it

confesses that God the Father almighty is "Creator of heaven and earth" (Apostles' Creed), "of all that is, seen and unseen" (Nicene Creed). We shall speak first of the Creator, then of creation, and finally of the fall into sin from which Jesus Christ, the Son of God, came to raise us up again.

Catechesis on Creation CCC 282 - Catechesis on creation is of major importance. It concerns the very foundations of human and Christian life: for it makes explicit the response of the

Christian faith to the basic question that men of all times have asked themselves: "Where do we come from?" "Where are we going?" "What is our origin?" "What is our end?" "Where does everything that exists come from and where is it going?" The two questions, the first about the origin and the second about the end, are inseparable. They are decisive for the meaning and orientation of our life and actions.

CCC 283 - The question about the origins of the world and of man has been the object of many scientific studies which have splendidly enriched our knowledge of the age and dimensions of the cosmos, the development of life-forms and the appearance of man. These discoveries invite us to even greater admiration for the greatness of the Creator, prompting us to give him thanks for all his works and for the understanding and wisdom he gives to scholars and researchers. With Solomon they can say: "It is he who gave me unerring knowledge of what exists, to know the structure of the world and the activity of the elements . . . for wisdom, the fashioner of all things, taught me."

CCC 284 -The great interest accorded to these studies is strongly stimulated by a question of another order, which goes beyond the proper domain of the natural sciences. It is not only a question of knowing when and how the universe arose physically, or when man appeared, but rather of discovering the meaning of such an origin: is the universe governed by chance, blind fate, anonymous necessity, or by a transcendent, intelligent and good Being called "God"? And if the world does come from God's wisdom and goodness, why is there evil? Where does it come from? Who is responsible for it? Is there any liberation from it?

CCC 285 - Since the beginning the Christian faith has been challenged by responses to the question of origins that differ from its own. Ancient religions and cultures produced many myths concerning origins. Some philosophers have said that everything is God, that the world is God, or that the development of the world is the development of God (Pantheism). Others have said that the world is a necessary emanation arising from God and returning to him. Still others have affirmed the existence of two eternal principles, Good and Evil, Light and Darkness, locked in permanent conflict (Dualism, Manichaeism). According to some of these conceptions, the world (at least the physical world) is evil, the product of a fall, and is thus to be rejected or left behind (Gnosticism). Some admit that the world was made by God, but as by a watchmaker who, once he has made a watch, abandons it to itself (Deism). Finally, others reject any transcendent origin for the world, but see it as merely the interplay of matter that has always existed (Materialism). All these attempts bear witness to the permanence and universality of the question of origins. This inquiry is distinctively human.

CCC 286 - Human intelligence is surely already capable of finding a response to the question of origins. The existence of God the Creator can be known with certainty through his works, by the light of human reason, even if this knowledge is often obscured and disfigured by error. This is why faith comes to confirm and enlighten reason in the correct understanding of this truth: "By faith we understand that the world was created by the word of God, so that what is seen was made out of things which do not appear."

CCC 287 - The truth about creation is so important for all of human life that God in his tenderness wanted to reveal to his People everything that is salutary to know on the subject. Beyond the natural knowledge that every man can have of the Creator, God progressively revealed to Israel the mystery of creation. He who chose the patriarchs, who brought Israel out of Egypt, and who by choosing Israel created and formed it, this same God reveals himself as the One to whom belong all the peoples of the earth, and the whole earth itself; he is the One who alone "made heaven and earth."

CCC 288 - Thus the revelation of creation is inseparable from the revelation and forging of the covenant of the one God with his People. Creation is revealed as the first step toward this covenant, the first and universal witness to God's all-powerful love. And so, the truth of creation is also expressed with growing vigor in the message of the prophets, the prayer of the psalms and the liturgy, and in the wisdom sayings of the Chosen People.

CCC 289 - Among all the Scriptural texts about creation, the first three chapters of Genesis occupy a unique place. From a literary standpoint these texts may have had diverse sources. The inspired authors have placed them at the beginning of Scripture to express in their solemn LANGUAGE the truths of creation—its origin and its end in God, its order and goodness, the vocation of man, and finally the drama of sin and the hope of salvation. Read in the light of Christ, within the unity of Sacred Scripture and in the living Tradition of the Church, these texts remain the principal source for catechesis on the mysteries of the "beginning": creation, fall, and promise of salvation.

CCC 290 - "In the beginning God created the heavens and the earth": three things are affirmed in these first words of Scripture: the eternal God gave a beginning to all that exists outside of himself; he alone is Creator (the verb "create"—Hebrew bara—always has God for its subject). The totality of what exists (expressed by the formula "the heavens and the earth") depends on the One who gives it being.

CCC 293 - Scripture and Tradition never cease to teach and celebrate this fundamental truth: "The world was made for the glory of God." St. Bonaventure explains that God created all things "not to increase his glory, but to show it forth and to communicate it," for God has no other reason for creating than his love and goodness: "Creatures came into existence when the key of love opened his hand." The First Vatican Council explains: This one, true God, of his own goodness and "almighty power," not for increasing his own beatitude, nor for attaining his perfection, but in order to manifest this perfection through the benefits which he bestows on creatures, with absolute freedom of counsel "and from the beginning of time, made out of nothing both orders of creatures, the spiritual and the corporeal. . . ."

God Creates an Ordered and Good World CCC 299 - Because God creates through wisdom, his creation is ordered: "You have arranged all things by measure and number and weight." The universe, created

in and by the eternal Word, the "image of the invisible God," is destined for and addressed to man, himself created in the "image of God" and called to a


personal relationship with God. Our human understanding, which shares in the light of the divine intellect, can understand what God tells us by means of his creation, though not without great effort and only in a spirit of humility and respect before the Creator and his work. Because creation comes forth from God's goodness, it shares in that goodness—"And God saw that it was good . . . very good"—for God willed creation as a gift addressed to man, an inheritance destined for and entrusted to him. On many occasions the Church has had to defend the goodness of creation, including that of the physical world.

Divine Providence CCC 314 - We firmly believe that God is master of the world and of its history. But the ways of his providence are often unknown to us. Only at the end, when our

partial knowledge ceases, when we see God "face to face," will we fully know the ways by which—even through the dramas of evil and sin—God has guided his creation to that definitive sabbath rest for which he created heaven and earth.

CCC 324 - The fact that God permits physical and even moral evil is a mystery that God illuminates by his Son Jesus Christ who died and rose to vanquish evil. Faith gives us the certainty that God would not permit an evil if he did not cause a good to come from that very evil, by ways that we shall fully know only in eternal life.

CCC 327 - The profession of faith of the Fourth Lateran Council (1215) affirms that God "from the beginning of time made at once (simul) out of nothing both orders of creatures, the spiritual and the corporeal, that is, the angelic and the earthly, and then (deinde) the human creature, who as it were shares in both orders, being composed of spirit and body."

The Visible World CCC 337 - God himself created the visible world in all its richness, diversity, and order. Scripture presents the work of the Creator symbolically as a succession of six

days of divine "work," concluded by the "rest" of the seventh day. On the subject of creation, the sacred text teaches the truths revealed by God for our salvation, permitting us to "recognize the inner nature, the value, and the ordering of the whole of creation to the praise of God."

CCC 338 - Nothing exists that does not owe its existence to God the Creator. The world began when God's word drew it out of nothingness; all existent beings, all of nature, and all human history are rooted in this primordial event, the very genesis by which the world was constituted and time begun.

CCC 341 - The beauty of the universe: The order and harmony of the created world results from the diversity of beings and from the relationships which exist among them. Man discovers them progressively as the laws of nature. They call forth the admiration of scholars. The beauty of creation reflects the infinite beauty of the Creator and ought to inspire the respect and submission of man's intellect and will.

CCC 343 - Man is the summit of the Creator's work, as the inspired account expresses by clearly distinguishing the creation of man from that of the other creatures. Created in the Image of God CCC 396 - God created man in his image and established him in his friendship. A spiritual creature, man can live this friendship only in free submission to God. The

prohibition against eating "of the tree of the knowledge of good and evil" spells this out: "for in the day that you eat of it, you shall die." The "tree of the knowledge of good and evil" symbolically evokes the insurmountable limits that man, being a creature, must freely recognize and respect with trust. Man is dependent on his Creator and subject to the laws of creation and to the moral norms that govern the use of freedom.

Signs and Symbols CCC 1147 - God speaks to man through the visible creation. The material cosmos is so presented to man's intelligence that he can read there traces of its Creator.

Light and darkness, wind and fire, water and earth, the tree and its fruit speak of God and symbolize both his greatness and his nearness. Personal Property and the Seventh Commandment CCC 2402 - In the beginning God entrusted the earth and its resources to the common stewardship of mankind to take care of them, master them by labor, and enjoy

their fruits. The goods of creation are destined for the whole human race. However, the earth is divided up among men to assure the security of their lives, endangered by poverty and threatened by violence. The appropriation of property is legitimate for guaranteeing the freedom and dignity of persons and for helping each of them to meet his basic needs and the needs of those in his charge. It should allow for a natural solidarity to develop between men.

CCC 2403 - The right to private property, acquired or received in a just way, does not do away with the original gift of the earth to the whole of mankind. The universal destination of goods remains primordial, even if the promotion of the common good requires respect for the right to private property and its exercise.

CCC 2404 - "In his use of things man should regard the external goods he legitimately owns not merely as exclusive to himself but common to others also, in the sense that they can benefit others as well as himself." The ownership of any property makes its holder a steward of Providence, with the task of making it fruitful and communicating its benefits to others, first of all his family.

CCC 2405 - Goods of production—material or immaterial—such as land, factories, practical or artistic skills, oblige their possessors to employ them in ways that will benefit the greatest number. Those who hold goods for use and consumption should use them with moderation, reserving the better part for guests, for the sick and the poor.

Respect for the Integrity of Creation CCC 2415 - The seventh commandment enjoins respect for the integrity of creation. Animals, like plants and inanimate beings, are by nature destined for the

common good of past, present, and future humanity. Use of the mineral, vegetable, and animal resources of the universe cannot be divorced from respect for moral imperatives. Man's dominion over inanimate and other living beings granted by the Creator is not absolute; it is limited by concern for the quality of life of his neighbor, including generations to come; it requires a religious respect for the integrity of creation.

CCC = English translation of the Catechism of the Catholic Church: Modifications from the Editio Typica copyright © 1997,

United States Catholic Conference, Inc.—Libreria Editrice Vaticana.

Catholic Scripture Genesis 1-2 – The Creation Stories Colossians 1:15-26 – Supremacy of Christ (Image of God) Genesis 1:3-5 - Let there be Light Psalm 104:19 – Setting Time, Months John 5:30 – I Can Do Nothing on My Own 2 Peter 3:10 – Denial of the Second Coming/Nuclear Process Daniel 3:59-80 - Nature will Bless the Lord

Leviticus 25:23 – The Land is Mine and You are the Tenants Proverbs 9:12 – Find Knowledge and Direction Matthew 24:30, Revelations 11:9-11 – Electromagnetic Waves

Approved Bible Translations, 1991 - Present New American Bible, Revised Edition

New Revised Standard Version, Catholic Edition, National Council of Churches Today's English Version, Second Edition, American Bible Society


Diocesan Key Religion Curriculum Component PK-K - Respect all God’s Creation PK-K - Recognize God creates all life K-1 - Creation is a gift from God and something to be grateful for Gr. 2 - God is Creator Gr. 3 - God is Provider (Creator of Life) Gr. 5 - Understand all life is sacred Gr. 6 - Recognize your responsibility for the environment/ecology Gr. 6 - Express praise/awe/gratitude for beauty in nature, mystery of life, joy of being human, order found in creation, promise of future life, marvels of the human

body Gr. 7 - Compare the various scientific theories of creation Gr. 7 - Correlate creation with the study of self, of the environment, of all forms of life and physical science

Diocese of Superior Religion Curriculum for Schools ©2009

Important Resources Regarding Science God and Modern Physics, Fr. Robert J. Spitzer, SJ, http://www.youtube.com/playlist?list=PL74D70F19D3430439

Prayers for Physical Science A Chemist’s Prayer (1946) - http://pubs.acs.org/doi/abs/10.1021/ed023p507 A Prayer for the Gift of Knowledge - http://www.catholic.org/prayers/prayer.php?p=516

Absolute and all knowing God, Nothing is hidden from Your sight. In the prescience since the beginning, All knowledge existed within You. Kindly share Your knowledge with me, Making me aware of what is meant to be, Permitting my soul to understand it, And wisdom to agree with its outcome. Provide me with the gift of discretion, To prudently apply received knowledge, To ensure the fulfillment of Your Will. Your knowledge shines forth forever! Amen.

A Prayer for Guidance - http://www.catholic.org/prayers/prayer.php?p=850 Lord Jesus, may everything I do begin with You, continue with Your help, and be done under Your guidance. May my sharing in the Mass free me from my sins, and make me worthy of Your healing. May I grow in Your Love and Your service, and become a pleasing offering to You; and with You to Your Father. May the mystery I celebrate help me to reach eternal life with you.

Catholic Scientists Roman Catholic Cleric Scientists - http://en.wikipedia.org/wiki/List_of_Roman_Catholic_cleric%E2%80%93scientists Catholic Scientists - http://en.wikipedia.org/wiki/List_of_Catholic_scientists Bishop Robert Grosseteste – Bishop of the Diocese of Lincoln, England, creator of the steps of the scientific method St. Albert the Great – Patron of Scientists St. Thomas Aquinas – Patron of Academics Monk Gregor Mendel – Augustinian Friar and Austrian scientist formed the foundation of the modern science of genetics Society of Jesus/Jesuits – Many scientists in the areas of experimental physics, mathematics and astronomy St. Stephen of Hungry – Patron of Builders Thomas Bradwardine – Ordinary secular cleric, doctor of theology and scientist in the areas of mechanics, velocity and acceleration

http://www.youtube.com/playlist?list=PL74D70F19D3430439http://pubs.acs.org/doi/abs/10.1021/ed023p507http://www.catholic.org/prayers/prayer.php?p=516http://www.catholic.org/prayers/prayer.php?p=850http://en.wikipedia.org/wiki/List_of_Roman_Catholic_cleric%E2%80%93scientistshttp://en.wikipedia.org/wiki/List_of_Catholic_scientists


I = Introduce R = Review P = Shows Proficiency Students will…

Core Idea & Reference

PS1: Explain the structure, properties and interactions of matter. Key Catholic Components: CCC: 279, 282-289, 290, 293, 299, 337-338, 341

4K K 1 2 3 4 5 6 7 8

PS1.A Explain how particles combine to form the variety of substances one observes

PS1.A.1 Explain that different kinds of matter exist I R R P

PS1.A.2 Explain how matter can be solid or liquid I R R P

PS1.A.3 Demonstrate that objects can be built up from smaller pieces

I R R P

PS1.A.4 Demonstrate that objects can be weighed and measured I R R P

PS1.A.5 Explain how matter can be divided into particles too small to see

I R R R R P

PS1.A.6 Demonstrate that the weight of matter is conserved when it changes in form

I R R P

PS1.A.7 Describe various properties (hardness, reflectivity, etc.) that can be used to identify materials

I R R P

PS1.A.8 Explain that all substances are made up of different types of atoms

I R R R P

PS1.A.9 Describe how atoms combine in different ways to create molecules

I R R P

PS1.A.10 Recognize that a pure substance can be a single type of atom or a molecule

I R R R P

PS1.A.11 Identify and analyze pure substances using individual physical and chemical properties

I R R P

PS1.A.12 Describe how matter exists in different states I R R R R R P

PS1.A.13 Predict how changes in temperature and pressure will alter the state of matter

I R R R R R P

PS1.A.14 Explain how all atoms in a subunit, regardless of state, are in motion

I R R R P

PS1.A.15 Demonstrate that solids can be formed from molecules or may be extended structures of repeating unites

I R R R P

PS1.B Explain and demonstrate chemical reactions

PS1.B.1 Recognize that heating or cooling a substance may cause observable changes

I R R P

PS1.B.2 Demonstrate how two or more substance can combine to form new substances with new properties depending on temperature

I R R P

PS1.B.3 Explain that mass (weight) is conserved no matter the change in properties

I R P

PS1.B.4 Demonstrate knowledge of how substances react chemically

I R R R R R P

PS1.B.5 Demonstrate how molecules are regrouped to form new substances.

I R R P

PS1.B.6 Identify and predict how and when energy is released or I R R P


4K K 1 2 3 4 5 6 7 8

stored as the result of chemical reaction

PS1.C Explain what forces hold nuclei together and mediate nuclear processes

PS1.C.1 Explain the basic building blocks of matter beginning with H and He inside of stars

I R R P

PS1.C.2 Explain how nuclear fusion is the joining of parts of atoms resulting in new atoms and the release of huge amounts of energy

I R R P

PS1.C.3 Explain that the fusion process requires extreme heat and pressure, normally only found in stars

I R R P

PS1.C.4 Apply God’s creation of the stars and all other forms of matter and energy to physical science

I R R R R R R R R P



PS2: Describe how one can explain and predict interactions between and within systems of objects. Key Catholic Components: CCC: 282-289, 290, 299, 396

4K K 1 2 3 4 5 6 7 8

PS2.A Describe and demonstrate how one can predict an object’s continued motion, changes in motion or stability?

PS2.A.1 Explain that objects can push or pull each other I R R P

PS2.A.2 Demonstrate that pushing and pulling an object can change its speed or direction

I R R P

PS2.A.3 Demonstrate how an object sliding or sitting on a sloped surface experiences a pull due to friction

I R R P

PS2.A.4 Explain and demonstrate how forces act on objects I R R R P

PS2.A.5 Show that forces acting on objects have both strength and direction

I R R R P

PS2.A.6 Describe the multiple forces that act on objects at rest I R R P

PS2.A.7 Demonstrate that forces that do not sum to zero cause change in speed or direction of motion

I R P

PS2.A.8 Be able to observe and measure patterns of an objects motion

I R R P

PS2.A.9 Explain Newton’s Laws of Motion I R R P

PS2.A.10 Demonstrate how large objects are harder to get moving, but once moving are harder to stop

I R R R R R P

PS2.A.11 Demonstrate how energy/force can change position, shape, etc. of an object

I R R R R R P

PS2.B Explain the variety of interactions observed from certain underlying forces

PS2.B.1 Explain that when objects touch or collide, they can change I R P


4K K 1 2 3 4 5 6 7 8

motion or shape

PS2.B.2 Explain and demonstrate how objects exert force on each other

I R P

PS2.B.3 Calculate the size of forces based on properties of objects and distance apart

I P

PS2.B.4 Be able to demonstrate that gravitational force of Earth pulls objects toward the center of the planet

I R R P

PS2.B.5 Explain how electric and magnetic forces are related I R R R P

PS2.B.6 Demonstrate how gravity always attracts, but depends on size of object (mass) and distance

I R R R P

PS2.B.7 Describe how gravity holds everything in the universe “in place”

I R R R R R P

PS2.B.8 Apply how God created not only matter but forces as well I R R R R R P

PS2.B.9 Explain and demonstrate gravitational electric and magnetic force fields

I R R R P

PS2.C Explain why some physical systems are more stable than others

PS2.C.1 Describe the effects of pushes and pulls on an object I R R P

PS2.C.2 Identify what pulls and pushes keep something in place as well as what makes something change or move

I R R P

PS2.C.3 Explain that a system can change I R P

PS2.C.4 Explain and demonstrate how forces on/within a system change as it moves

I R P

PS2.C.5 Explain how/when a system can appear to be unchanging I R P

PS2.C.6 Explain how systems tend toward a pattern of stability (e.g. Earth orbits sun)

I R R R R R P

PS2.C.7 Explain how a static system can be unstable I P

PS2.C.8 Describe how small changes can be absorbed by stable systems, which will remain stable

I P

PS2.C.9 Describe how systems that have a large change or are inherently unstable (e.g. nebula, planetary impact) will continue to change toward a stable configuration

I P



PS3: Describe how energy is transferred and conserved. Key Catholic Components: CCC: 282-289, 290, 299, 396, 1147, 2402-2405, 2415

4K K 1 2 3 4 5 6 7 8

PS3.A Define energy

PS3.A.1 Describe the fact that faster moving objects possess more energy

I P

PS3.A.2 Describe how energy can move from place to place I P

PS3.A.3 Define energy I R R R P


4K K 1 2 3 4 5 6 7 8

PS3.A.4 Describe how energy is transferred and conserved I R R R P

PS3.A.5 Explain the concept of kinetic and potential energy I R R R P

PS3.A.6 Identify the transfer of heat as exhibited in the transfer of energy

I R R P

PS3.A.7 Identify how temperature is used to measure the average kinetic energy of particles in matter

I R R P

PS3.A.8 Compare and contrast the relationship between temperature and energy

I R R P

PS3.A.9 Show how the relationship between temperature and energy is dependent on the type, state and amount of matter present

I R R P

PS3.B Describe conservation of energy and how energy is transferred between objects or systems

PS3.B.1 Explain that sunlight warms Earth’s surface I R R P

PS3.B.2 Explain how energy can be transferred from one object to another

I R R P

PS3.B.3 Explain when energy is present I R R P

PS3.B.4 Describe how light transfers energy from place to place I R R P

PS3.B.5 Describe and demonstrate how energy can transfer from place to place by electric current

I P

PS3.B.6 Demonstrate how energy can be transferred from object to object

I R R P

PS3.B.7 Describe how some energy is lost in transfer I R R P

PS3.B.8 Describe how energy can be provided by many different processes (e.g. battery = chemical and electrical)

I R R R P

PS3.B.9 Demonstrate change in motion energy I R R R R R P

PS3.B.10 Explain how energy (heat energy) is transferred by three processes: conduction, convection and radiation

I R R R P

PS3.C Explain how forces are related to energy

PS3.C.1 Explain that a bigger push or pull makes an object go faster I R R P

PS3.C.2 Explain that faster speeds cause a bigger change in the shape of the colliding object

I R R P

PS3.C.3 Describe how during collision of objects contact forces transfer energy to change the objects’ motion

I R P

PS3.C.4 Demonstrate how magnets exert forces on other materials I R R R P

PS3.C.5 Explain that when two objects interact, there is a force exerted that results in a transfer of energy

I R R R R R P

PS3.C.6 Describe gravitational force and how it impacts the release/transfer of energy

I R R R P

PS3.D Explain energy in chemical processes and everyday life

PS3.D.1 Explain that when objects rub against each other it is called friction

I R R P

PS3.D.2 Demonstrate that friction can create warmth I R P

PS3.D.3 Identify the concept of “producing energy” as it refers to conversion of stored energy

I R P

PS3.D.4 Explain the process of machine and animal use of energy to I P


4K K 1 2 3 4 5 6 7 8

transfer heat to the environment

PS3.D.5 Identify the concept that energy from food, fuel, etc. all originates from the sun

I R R R P

PS3.D.6 Identify and discuss concentration, storage and distribution of energy

I P

PS3.D.7 Explain and know the photosynthesis formula (both light and dark reactions)

I R R R P

PS3.D.8 Explain why photosynthesis is so important to life on earth I R R P

PS3.D.9 Demonstrate how friction reduces machine efficiency I R R P

PS3.D.10 Describe how friction carries heat energy to be transferred to the surrounding materials

I R R P



PS4: Explain how waves are used to transfer energy and information Key Catholic Components: CCC: 279, 282-289, 290, 314, 324, 327, 337-338, 341, 343, 396, 1147, 2402-2405, 2415

4K K 1 2 3 4 5 6 7 8

PS4.A Describe properties of waves PS4.A.1 Identify that waves are regular patterns of motion I R R P

PS4.A.2 Demonstrate how waves are made in water by disturbing the surface

I R R P

PS4.A.3 Demonstrate that sound can make matter vibrate and vibrating matter can make sound

I R R P

PS4.A.4 Identify various types of waves I R P

PS4.A.5 Define terms related to waves (amplitude, wave length, etc.) I R P

PS4.A.6 Explain concepts of seismic waves in relation to earthquakes

I R P

PS4.A.7 Describe simple waves, using knowledge of repeating patterns, wave lengths, frequency and amplitude

I R R R P

PS4.A.8 Describe and demonstrate how sound waves are transmitted and how this applies to the seismic waves in the layers of the earth

I R R R R P

PS4.B Explain light in terms of electromagnetic radiation.

PS4.B.1 Explain that objects can be seen when light is available I R R P

PS4.B.2 Explain how hot objects give off light I R R P

PS4.B.3 Demonstrate how light can pass through some material, can be blocked and can create a shadow on a surface

I R R P

PS4.B.4 Demonstrate how mirrors or prisms can redirect light I R R P

PS4.B.5 Explain that light travels through space to earth I R R P

PS4.B.6 Explain that objects are seen due to reflected light I R R P

PS4.B.7 Explain how people see color I R P

PS4.B.8 Identify various lenses and their use to see objects I R R P

PS4.B.9 Describe how light (visible and invisible) can be reflected, I R R R P


4K K 1 2 3 4 5 6 7 8

absorbed or transmitted by an object, dependent on material of object and frequency of light waves

PS4.B.10 Describe how the color of objects is a result of light reflected I R R R P

PS4.B.11 Demonstrate how light travels in a straight line except when passing through different materials

I R R R R R P

PS4.B.12 Describe how light can travel through matter or empty space

I R R R R R P

PS4.C Describe how instruments that transmit and detect waves are used to extend human senses

PS4.C.1 Describe how people use their senses to detect light, sound and vibrations

I R R P

PS4.C.2 Describe how people can use devices to communicate I R R P

PS4.C.3 Identify how lenses are used to extend what can be seen I R R R R R P

PS4.C.4 Describe how lenses are made based on the understanding of how the path of light bends

I R P

PS4.C.5 Explore digitized information and how devices such as computers can receive and decode such information

I P

PS4.C.6 Explain how modern devices use digital signals to encode and transmit information

I R R R P

PS4.C.7 Explain how communication of many types depend on electromagnetic radiation

I R R P

Grade-Band Endpoints for Grades 4K-2 – Physical Science - Diocese of Superior – Page 1 of 4

GRADE-BAND ENDPOINTS FOR GRADES 4K – 2 in

PHYSICAL SCIENCE

(Catholic Components defined in more detail in Scope and Sequence) Key Catholic Theology:

Faith and Understanding – CCC 159 The Creator – CCC 279 Catechesis on Creation – CCC 282-290, 293 God Creates an Ordered and Good World – CCC 299 Divine Providence – CCC 314, 324, 327 The Visible World – CCC 337-338, 341, 343 Created in the Image of God – CCC396 Signs and Symbols – CCC 1147 Personal Property and the Seventh Commandment – CCC 2402-2405 Respect for the Integrity of Creation – CCC 2415

Catholic Scripture:

Genesis 1-2 – The Creation Stories Colossians 1:15-26 – Supremacy of Christ (Image of God) Genesis 1:3-5 - Let there be Light Psalm 104:19 – Setting Time, Months John 5:30 – I Can Do Nothing on My Own 2 Peter 3:10 – Denial of the Second Coming/Nuclear Process Daniel 3:59-80 - Nature will Bless the Lord Leviticus 25:23 – The Land is Mine and You are the Tenants Proverbs 9:12 – Find Knowledge and Direction Matthew 24:30, Revelations 11:9-11 – Electromagnetic Waves

Comparison to Religion Curriculum:

PK-K - Respect all God’s Creation PK-K - Recognize God creates all life K-1 - Creation is a gift from God and something to be grateful for Gr. 2 - God is Creator

Prayers

A Chemist’s Prayer (1946) A Prayer for the Gift of Knowledge A Prayer for Guidance

Catholic Scientists

Roman Catholic Cleric Scientists Catholic Scientists Bishop Robert Grosseteste St. Albert the Great St. Thomas Aquinas Monk Gregor Mendel Society of Jesus/Jesuits St. Stephen of Hungry Thomas Bradwardine



PS1: Explain the structure, properties and interactions of matter.

OBJECTIVE: PS1.A Explain how particles combine to form the variety of substances one observes

By the end of 2nd Grade, Students will be INTRODUCED to…



PS1.A.3 Describe how matter exists in different states


By the end of 2nd Grade, Students will be INTRODUCED to and REVIEW…


By the end of 2nd Grade Students, will be INTRODUCED to, REVIEW and SHOW PROFICIENCY in…

PS1.A.6 Explain that different kinds of matter exist

PS1.A.7 Explain how matter can be solid or liquid

PS1.A.8 Demonstrate that objects can be built up from smaller pieces

PS1.A.9 Demonstrate that objects can be weighed and measured

OBJECTIVE: PS1.B Explain and demonstrate chemical reactions



PSA.B.2 Demonstrate knowledge of how substances react chemically


PS1.B.3 Recognize that heating or cooling a substance may cause observable changes

OBJECTIVE: PS1.C Explain what forces hold nuclei together and mediate nuclear processes

By the end of 2nd Grade, Students will be INTRODUCED to and REVIEW…



PS2: Describe how one can explain and predict interactions between and within systems of objects.

OBJECTIVE: PS2.A Describe and demonstrate how one can predict an object’s continued motion, changes in motion or stability?


PS2.A.1 Describe the multiple forces that act on objects at rest




By the end of 2nd Grade Students, will be INTRODUCED to and REVIEW...

PS2.A.5 Explain and demonstrate how forces act on objects




PS2.A.7 Explain that objects can push or pull each other

PS2.A.8 Demonstrate that pushing and pulling an object can change its speed or direction

PS2.A.9 Demonstrate how an object sliding or sitting on a sloped surface experiences a pull due to friction

OBJECTIVE: PS2.B Explain the variety of interactions observed from certain underlying forces




PS2.B.3 Apply how God created not only matter but forces as well

By the end of 2nd Grade Students, will be INTRODUCED to, REVIEW and SHOW PROFICIENCY in… PS2.B.4 Explain that when objects touch or collide, they can change motion or shape

OBJECTIVE: PS2.C Explain why some physical systems are more stable than others

By the end of 2nd Grade, Students will be INTRODUCED to… PS2.C.1 Explain how systems tend toward a pattern of stability (e.g. Earth orbits sun)

By the end of 2nd Grade Students, will be INTRODUCED to, REVIEW and SHOW PROFICIENCY in… PS2.C.2 Describe the effects of pushes and pulls on an object

PS2.C.3 Identify what pulls and pushes keep something in place as well as what makes something change or move


PS3: Describe how energy is transferred and conserved.

OBJECTIVE: PS3.A Define energy

OBJECTIVE: PS3.B Describe conservation of energy and how energy is transferred between objects or systems

By the end of 2nd Grade, Students will be INTRODUCED to… PS3.B.1 Explain how energy can be transferred from one object to another

PS3.B.2 Explain when energy is present

PS3.B.3 Describe how light transfers energy from place to place

PS3.B.4 Demonstrate change in motion energy

By the end of 2nd Grade Students, will be INTRODUCED to, REVIEW and SHOW PROFICIENCY in… PS3.B.5 Explain that sunlight warms Earth’s surface

OBJECTIVE: PS3.C Explain how forces are related to energy

By the end of 2nd Grade, Students will be INTRODUCED to… PS3.C.1 Explain that when two objects interact, there is a force exerted that results in a transfer of energy

By the end of 2nd Grade Students, will be INTRODUCED to and REVIEW… PS3.C.2 Demonstrate how magnets exert forces on other materials



PS3.C.3 Explain that a bigger push or pull makes an object go faster

PS3.C.4 Explain that faster speeds cause a bigger change in the shape of the colliding object

OBJECTIVE: PS3.D Explain energy in chemical processes and everyday life

By the end of 2nd Grade, Students will be INTRODUCED to and REVIEW… PS3.D.1 Identify the concept that energy from food, fuel, etc. all originates from the sun

By the end of 2nd Grade Students, will be INTRODUCED to, REVIEW and SHOW PROFICIENCY in… PS3.D.2 Explain that when objects rub against each other it is called friction

PS3.D.3 Demonstrate that friction can create warmth


PS4: Explain how waves are used to transfer energy and information

OBJECTIVE: PS4.A Describe properties of waves

By the end of 2nd Grade Students, will be INTRODUCED to, REVIEW and SHOW PROFICIENCY in… PS4.A.1 Identify that waves are regular patterns of motion

PS4.A.2 Demonstrate how waves are made in water by disturbing the surface

PS4.A.3 Demonstrate that sound can make matter vibrate and vibrating matter can make sound

OBJECTIVE: PS4.B Explain light in terms of electromagnetic radiation.

By the end of 2nd Grade, Students will be INTRODUCED to… PS4.B.1 Explain that light travels through space to earth

PS4.B.2 Explain that objects are seen due to reflected light

PS4.B.3 Identify various lenses and their use to see objects



By the end of 2nd Grade Students, will be INTRODUCED to, REVIEW and SHOW PROFICIENCY in… PS4.B.6 Explain that objects can be seen when light is available

PS4.B.7 Explain how hot objects give off light

PS4.B.8 Demonstrate how light can pass through some material, can be blocked and can create a shadow on a surface

PS4.B.9 Demonstrate how mirrors or prisms can redirect light

OBJECTIVE: PS4.C Describe how instruments that transmit and detect waves are used to extend human senses

By the end of 2nd Grade, Students will be INTRODUCED to and REVIEW… PS4.C.1 Identify how lenses are used to extend what can be seen

By the end of 2nd Grade Students, will be INTRODUCED to, REVIEW and SHOW PROFICIENCY in… PS4.C.2 Describe how people use their senses to detect light, sound and vibrations

PS4.C.3 Describe how people can use devices to communicate

Grade-Band Endpoints for Grades 3-5 – Physical Science - Diocese of Superior – Page 1 of 6

GRADE-BAND ENDPOINTS FOR GRADES 3 - 5 in

PHYSICAL SCIENCE



Catholic Scripture:



Gr. 3 - God is Provider (Creator of Life) Gr. 5 - Understand all life is sacred

Prayers


Catholic Scientists






By the end of 5th Grade, Students will be INTRODUCED to…



By the end of 5th Grade, Students will be INTRODUCED to and REVIEW…





By the end of 5th Grade, Students will REVIEW…



By the end of 5th Grade Students, will REVIEW and SHOW PROFICIENCY in…







PS1.B.2 Identify and predict how and when energy is released or stored as the result of chemical reaction

By the end of 5th Grade, Students will be INTRODUCED to, REVIEW and SHOW PROFICIENCY in…

PS1.B.3 Explain that mass (weight) is conserved no matter the change in properties

By the end of 5th Grade Students, will REVIEW…
















PS2.A.1 Explain Newton’s Laws of Motion


PS2.A.2 Demonstrate that forces that do not sum to zero cause change in speed or direction of motion





PS2.A.5 Explain and demonstrate how forces act on objects


PS2.A.7 Describe the multiple forces that act on objects at rest




PS2.B.1 Explain how electric and magnetic forces are related




PS2.B.4 Explain and demonstrate how objects exert force on each other

PS2.B.5 Calculate the size of forces based on properties of objects and distance apart







By the end of 5th Grade, Students will be INTRODUCED to, REVIEW and SHOW PROFICIENCY in… PS2.C.1 Explain that a system can change

PS2.C.2 Explain and demonstrate how forces on/within a system change as it moves

PS2.C.3 Explain how/when a system can appear to be unchanging







By the end of 5th Grade, Students will be INTRODUCED to… PS3.A.1 Identify the transfer of heat as exhibited in the transfer of energy





PS3.A.5 Define energy

PS3.A.6 Describe how energy is transferred and conserved

PS3.A.7 Explain the concept of kinetic and potential energy

By the end of 5th Grade, Students be INTRODUCED to, REVIEW and SHOW PROFICIENCY in…

PS3.A.8 Describe the fact that faster moving objects possess more energy

PS3.A.9 Describe how energy can move from place to place


By the end of 5th Grade, Students will be INTRODUCED to… PS3.B.1 Demonstrate how energy can be transferred from object to object

PS3.B.2 Describe how some energy is lost in transfer





PS3.B.5 Describe and demonstrate how energy can transfer from place to place by electric current




PS3.B.7 Explain how energy can be transferred from one object to another

PS3.B.8 Explain when energy is present

PSE.B.9 Describe how light transfers energy from place to place


By the end of 5th Grade, Students will be INTRODUCED to and REVIEW… PS3.C.1 Describe gravitational force and how it impacts the release/transfer of energy


PS3.C.2 Describe how during collision of objects contact forces transfer energy to change the objects’ motion


By the end of 5th Grade Students, will REVIEW… PS3.C.3 Explain that when two objects interact, there is a force exerted that results in a transfer of energy


PS3.C.4 Demonstrate how magnets exert forces on other materials


By the end of 5th Grade, Students will be INTRODUCED to… PS3.D.1 Explain why photosynthesis is so important to life on earth

PS3.D.2 Demonstrate how friction reduces machine efficiency



PS3.D.4 Explain and know the photosynthesis formula (both light and dark reactions)


PS3.D.5 Identify the concept of “producing energy” as it refers to conversion of stored energy

PS3.D.6 Explain the process of machine and animal use of energy to transfer heat to the environment

PS3.D.7 Identify and discuss concentration, storage and distribution of energy


PS3.D.8 Identify the concept that energy from food, fuel, etc. all originates from the sun




By the end of 5th Grade, Students will be INTRODUCED to and REVIEW… PS4.A.1 Describe simple waves, using knowledge of repeating patterns, wave lengths, frequency and amplitude



PS4.A.3 Identify various types of waves

PS4.A.4 Define terms related to waves (amplitude, wave length, etc.)

PS4.A.5 Explain concepts of seismic waves in relation to earthquakes



PS4.B.1 Describe how light (visible and invisible) can be reflected, absorbed or transmitted by an object, dependent on material of object and frequency of light waves

PS4.B.2 Describe how the color of objects is a result of light reflected


PS4.B.3 Explain how people see color






PS4.B.6 Explain that light travels through space to earth

PS4.B.7 Explain that objects are seen due to reflected light


By the end of 5th Grade, Students will be INTRODUCED to… PS4.C.1 Explain how communication of many types depend on electromagnetic radiation

PS4.C.2


PS4.C.3 Explain how modern devices use digital signals to encode and transmit information


PS4.C.4 Describe how lenses are made based on the understanding of how the path of light bends

PS4.C.5 Explore digitized information and how devices such as computers can receive and decode such information


PS4.C.6 Identify how lenses are used to extend what can be seen


GRADE-BAND ENDPOINTS FOR GRADES 6 - 8 in

PHYSICAL SCIENCE



Catholic Scripture:



Gr. 6 - Recognize your responsibility for the environment/ecology Gr. 6 - Express praise/awe/gratitude for beauty in nature, mystery of life, joy of being human, order found in creation,

promise of future life, marvels of the human body Gr. 7 - Compare the various scientific theories of creation Gr. 7 - Correlate creation with the study of self, of the environment, of all forms of life and physical science

Prayers


Catholic Scientists



















PS1.B.3 Identify and predict how and when energy is released or stored as the result of chemical reaction










By the end of 8th Grade Students, will REVIEW and SHOW PROFICIENCY in… PS2.A.1 Explain Newton’s Laws of Motion





PS2.B.1 Explain how electric and magnetic forces are related







By the end of 8th Grade, Students will be INTRODUCED to, REVIEW and SHOW PROFICIENCY in… PS2.C.1 Explain how a static system can be unstable

PS2.C.2 Describe how small changes can be absorbed by stable systems, which will remain stable

PS2.C.3 Describe how systems that have a large change or are inherently unstable (e.g. nebula, planetary impact) will continue to change toward a stable configuration






By the end of 8th Grade Students, will REVIEW and SHOW PROFICIENCY in… PS3.A.1 Define energy

PS3.A.2 Describe how energy is transferred and conserved

PS3.A.3 Explain the concept of kinetic and potential energy

PS3.A.4 Identify the transfer of heat as exhibited in the transfer of energy





By the end of 8th Grade Students, will REVIEW and SHOW PROFICIENCY in… PS3.B.1 Demonstrate how energy can be transferred from object to object

PS3.B.2 Describe how some energy is lost in transfer





By the end of 8th Grade Students, will REVIEW and SHOW PROFICIENCY in… PS3.C.1 Explain that when two objects interact, there is a force exerted that results in a transfer of energy

PS3.C.2 Describe gravitational force and how it impacts the release/transfer of energy


By the end of 8th Grade Students, will REVIEW and SHOW PROFICIENCY in… PS3.D.1 Explain and know the photosynthesis formula (both light and dark reactions)

PS3.D.2 Explain why photosynthesis is so important to life on earth

PS3.D.3 Demonstrate how friction reduces machine efficiency






By the end of 8th Grade Students, will REVIEW and SHOW PROFICIENCY in… PS4.A.1 Describe simple waves, using knowledge of repeating patterns, wave lengths, frequency and amplitude




PS4.B.1 Describe how light (visible and invisible) can be reflected, absorbed or transmitted by an object, dependent on material of object and frequency of light waves

PS4.B.2 Describe how the color of objects is a result of light reflected




By the end of 8th Grade Students, will REVIEW and SHOW PROFICIENCY in… PS4.C.1 Explain how modern devices use digital signals to encode and transmit information

PS4.C.2 Explain how communication of many types depend on electromagnetic radiation

Scope and Sequence - Life Science - Diocese of Superior - Page 1 of 10

LIFE SCIENCE

Catholic Theology from the Catechism of the Catholic Church (CCC) Faith and Understanding CCC 159 - Faith and science: “Though faith is above reason, there can never be any real discrepancy between faith and reason. Since the same God who reveals

mysteries and infuses faith has bestowed the light of reason on the human mind, God cannot deny himself, nor can truth ever contradict truth.” “Consequently, methodical research in all branches of knowledge, provided it is carried out in a truly scientific manner and does not override moral laws, can never conflict with the faith, because the things of the world and the things of faith derive from the same God. The humble and persevering investigator of the secrets of nature is being led, as it were, by the hand of God in spite of himself, for it is God, the conserver of all things, who made them what they are.”

The Father Revealed by the Son CCC 239 - By calling God “Father,” the language of faith indicates two main things: that God is the first origin of everything and transcendent authority; and that he is

at the same time goodness and loving care for all his children. God’s parental tenderness can also be expressed by the image of motherhood, which emphasizes God’s immanence, the intimacy between Creator and creature. The language of faith thus draws on the human experience of parents, who are in a way the first representatives of God for man. But this experience also tells us that human parents are fallible and can disfigure the face of fatherhood and motherhood. We ought therefore to recall that God transcends the human distinction between the sexes. He is neither man nor woman: he is God. He also transcends human fatherhood and motherhood, although he is their origin and standard: no one is father as God is Father.

The Creator CCC 279 - "In the beginning God created the heavens and the earth." Holy Scripture begins with these solemn words. The profession of faith takes them up when it

confesses that God the Father almighty is "Creator of heaven and earth" (Apostles' Creed), "of all that is, seen and unseen" (Nicene Creed). We shall speak first of the Creator, then of creation, and finally of the fall into sin from which Jesus Christ, the Son of God, came to raise us up again.

Catechesis on Creation CCC 282 - Catechesis on creation is of major importance. It concerns the very foundations of human and Christian life: for it makes explicit the response of the

Christian faith to the basic question that men of all times have asked themselves: "Where do we come from?" "Where are we going?" "What is our origin?" "What is our end?" "Where does everything that exists come from and where is it going?" The two questions, the first about the origin and the second about the end, are inseparable. They are decisive for the meaning and orientation of our life and actions.

CCC 283 - The question about the origins of the world and of man has been the object of many scientific studies which have splendidly enriched our knowledge of the age and dimensions of the cosmos, the development of life-forms and the appearance of man. These discoveries invite us to even greater admiration for the greatness of the Creator, prompting us to give him thanks for all his works and for the understanding and wisdom he gives to scholars and researchers. With Solomon they can say: "It is he who gave me unerring knowledge of what exists, to know the structure of the world and the activity of the elements . . . for wisdom, the fashioner of all things, taught me."

CCC 284 -The great interest accorded to these studies is strongly stimulated by a question of another order, which goes beyond the proper domain of the natural sciences. It is not only a question of knowing when and how the universe arose physically, or when man appeared, but rather of discovering the meaning of such an origin: is the universe governed by chance, blind fate, anonymous necessity, or by a transcendent, intelligent and good Being called "God"? And if the world does come from God's wisdom and goodness, why is there evil? Where does it come from? Who is responsible for it? Is there any liberation from it?

CCC 285 - Since the beginning the Christian faith has been challenged by responses to the question of origins that differ from its own. Ancient religions and cultures produced many myths concerning origins. Some philosophers have said that everything is God, that the world is God, or that the development of the world is the development of God (Pantheism). Others have said that the world is a necessary emanation arising from God and returning to him. Still others have affirmed the existence of two eternal principles, Good and Evil, Light and Darkness, locked in permanent conflict (Dualism, Manichaeism). According to some of these conceptions, the world (at least the physical world) is evil, the product of a fall, and is thus to be rejected or left behind (Gnosticism). Some admit that the world was made by God, but as by a watchmaker who, once he has made a watch, abandons it to itself (Deism). Finally, others reject any transcendent origin for the world, but see it as merely the interplay of matter that has always existed (Materialism). All these attempts bear witness to the permanence and universality of the question of origins. This inquiry is distinctively human.

CCC 286 - Human intelligence is surely already capable of finding a response to the question of origins. The existence of God the Creator can be known with certainty through his works, by the light of human reason, even if this knowledge is often obscured and disfigured by error. This is why faith comes to confirm and enlighten reason in the correct understanding of this truth: "By faith we understand that the world was created by the word of God, so that what is seen was made out of things which do not appear."

CCC 287 - The truth about creation is so important for all of human life that God in his tenderness wanted to reveal to his People everything that is salutary to know on the subject. Beyond the natural knowledge that every man can have of the Creator, God progressively revealed to Israel the mystery of creation. He who chose the patriarchs, who brought Israel out of Egypt, and who by choosing Israel created and formed it, this same God reveals himself as the One to whom belong all the peoples of the earth, and the whole earth itself; he is the One who alone "made heaven and earth."

CCC 288 - Thus the revelation of creation is inseparable from the revelation and forging of the covenant of the one God with his People. Creation is revealed as the first step toward this covenant, the first and universal witness to God's all-powerful love. And so, the truth of creation is also expressed with growing vigor in the message of the prophets, the prayer of the psalms and the liturgy, and in the wisdom sayings of the Chosen People.

CCC 289 - Among all the Scriptural texts about creation, the first three chapters of Genesis occupy a unique place. From a literary standpoint these texts may have had diverse sources. The inspired authors have placed them at the beginning of Scripture to express in their solemn LANGUAGE the truths of creation—its origin and its end in God, its order and goodness, the vocation of man, and finally the drama of sin and the hope of salvation. Read in the light of Christ, within the unity of Sacred Scripture and in the living Tradition of the Church, these texts remain the principal source for catechesis on the mysteries of the "beginning": creation, fall, and promise of salvation.

CCC 290 - "In the beginning God created the heavens and the earth": three things are affirmed in these first words of Scripture: the eternal God gave a beginning to all that exists outside of himself; he alone is Creator (the verb "create"—Hebrew bara—always has God for its subject). The totality of what exists (expressed by the formula "the heavens and the earth") depends on the One who gives it being.

CCC 293 - Scripture and Tradition never cease to teach and celebrate this fundamental truth: "The world was made for the glory of God." St. Bonaventure explains that God created all things "not to increase his glory, but to show it forth and to communicate it," for God has no other reason for creating than his love and goodness: "Creatures came into existence when the key of love opened his hand." The First Vatican Council explains: This one, true God, of his own

Scope and Sequence - Life Science - Diocese of Superior - Page 2 of 10

goodness and "almighty power," not for increasing his own beatitude, nor for attaining his perfection, but in order to manifest this perfection through the benefits which he bestows on creatures, with absolute freedom of counsel "and from the beginning of time, made out of nothing both orders of creatures, the spiritual and the corporeal. . . ."

God Creates an Ordered and Good World CCC 299 - Because God creates through wisdom, his creation is ordered: "You have arranged all things by measure and number and weight." The universe, created

in and by the eternal Word, the "image of the invisible God," is destined for and addressed to man, himself created in the "image of God" and called to a personal relationship with God. Our human understanding, which shares in the light of the divine intellect, can understand what God tells us by means of his creation, though not without great effort and only in a spirit of humility and respect before the Creator and his work. Because creation comes forth from God's goodness, it shares in that goodness—"And God saw that it was good . . . very good"—for God willed creation as a gift addressed to man, an inheritance destined for and entrusted to him. On many occasions the Church has had to defend the goodness of creation, including that of the physical world.

Divine Providence CCC 302 - Creation has its own goodness and proper perfection, but it did not spring forth complete from the hands of the Creator. The universe was created “in a

state of journeying” (in statu viae) toward an ultimate perfection yet to be attained, to which God has destined it. We call “divine providence” the dispositions by which God guides his creation toward this perfection: By his providence God protects and governs all things which he has made, “reaching mightily from one end of the earth to the other, and ordering all things well.” For “all are open and laid bare to his eyes,” even those things which are yet to come into existence through the free action of creatures.

CCC 314 - We firmly believe that God is master of the world and of its history. But the ways of his providence are often unknown to us. Only at the end, when our partial knowledge ceases, when we see God "face to face," will we fully know the ways by which—even through the dramas of evil and sin—God has guided his creation to that definitive sabbath rest for which he created heaven and earth.

CCC 324 - The fact that God permits physical and even moral evil is a mystery that God illuminates by his Son Jesus Christ who died and rose to vanquish evil. Faith gives us the certainty that God would not permit an evil if he did not cause a good to come from that very evil, by ways that we shall fu

Documents

Science Curricular GuideMarilyn Pekol, Cathedral, Superior April Campbell, Cathedral, Superior Jerry Carr, Cathedral, Superior Reading this Document The document is divided into four